LMTF 2.0 – Five Key Results
1. Technical: Seven indicators for global tracking developed, with cross-cutting focus on equity
2. Institutional: Support at least 10 countries in adapting LMTF
recommendations to improve assessment systems and use of assessment
data to improve learning
3. Political: Recommendations inform the post-2015 education and
development agendas
4. Assessment as a Public Good: Develop a strategy for advancing an agenda
in which learning data is supported as a global public good
5. Knowledge Sharing: Actors and experts in learning assessment share
knowledge and coordinate efforts virtually and in person
Technical Update
Ready to Learn
• UNESCO, UNICEF, World Bank, CUE, technical experts, and representatives from the
Tanzanian government and civil society met on from 21-23 July in Dar Es Salaam to finalize
two tools on child development and learning outcomes and quality of pre-primary
environments.
Citizen of the
World
• UNESCO developed an indicator matrix for measure Target 4.7 in the post development
agenda which measures GCED and ESD. The matrix includes a set of seven core thematic
indicators that focus on inputs and outcomes. The outcomes indicator are based on the three
core dimensions of learning (cognitive, socio-emotional, and behavioral) and correspond to
the four key learning outcomes of GCED and ESD, as defined by UNESCO.
• It also includes an extended list of indicators with more than 60 indicators, covering inputs,
process and learning outcomes, as well as contextual indicators, which could assist
countries to measure GCED and ESD in a more comprehensive manner.
Breadth of
Learning
Opportunities
• Center for Universal Education will soon begin working on this area with Education
International and Seamus Hegarty.
• The Education Policy and Data Center at FHI 360 has updated its National Learning
Assessment Mapping Project (NLAMP), which analyzes the landscape of national
assessments in order to determine how the seven LMTF domains are reflected in the current
priorities of national education systems.
Institutional: Learning Champions
• Technical assistance missions to Zambia, Botswana & Kenya • Meeting of African partners in Naivasha, Kenya – Zambia,
Ethiopia, Senegal, & Kenya • Launch of the Basecamp communications platform • Meeting in Buenos Aires, with Latin American countries –
Ethiopia, Kenya, Zambia, Colombia, Ontario, & Buenos Aires
• Middle East / North Africa efforts to collaborate around Readiness for
School, ICT & Life Skills (K-12)
• Ethiopia’s development of a Continuous Assessment Training Toolkit,
supported by UNICEF (AIR)
• Kenya’s development of a “Meriting Tool” to guide schools to look holistically
across learning domains
• Pakistan’s development & piloting of assessment of literacy, numeracy &
cognition at grades 2, 5 & 8
• Senegal’s development of tools for continuous assessment in primary
• Zambia’s developing guidelines & training strategies to promote wide use of
continuous assessment
Institutional: Learning Champions
Institutional: Learning Champions
• Argentina’s comprehensive education reform “for the future,” both 1o & 2o,
with adapted assessment
• Colombia’s combining assessment of “Saber,” with application, & of “Ser:”
Arts, Citizenship & Physical Education
• Ontario’s moving to the piloting of its “measuring what matters” initiative in
12 schools
• Rwanda’s agreement to pilot global MySchool
• Possible trips to create case studies: Palestine, Senegal,
Ethiopia, Colombia, Pakistan
• Surveys of LCs to gather information for the Final Report (with
case studies) & the LC Toolkit
• Prepare the Final Report & the LC Toolkit
• Conduct a final LC Conference to capture lessons learned &
establish mechanisms for sustaining & expanding the network
Institutional: Learning Champions
LMTF VIRTUAL BRIEF
Kenya Learning Champion
Ministry of Education Science
& Technology
Institutional: Kenya
Goals
1.
• National plans developed
• Improve measurement and learning outcomes
2. • A set of validated, practical tools
3. • Case studies on national priorities
4. • Regional networks activated
Institutional: Kenya
Outcome
At the end of the Learning Champions initiative, the goal is to have:
National plans developed and implemented to improve measurement and
learning outcomes based on the LMTF recommendations;
A set of validated, practical tools that government and other national
stakeholders can use to adapt the LMTF recommendations to their
contexts;
Case studies describing how the Learning Champions built consensus on
national priorities around learning assessment and outcomes and started
elaborating national plans for strengthening learning assessment;
Regional networks activated through which the first cohort of Learning
Champions will continue collaborating and mentor new countries.
Institutional: Kenya
Learning and Assessment System
National, County, Sub-county, School-based
Kenya National Examinations Council (KNEC)
Focus is on end of Level Examination i.e. KCPE & KCSE
Ranking of schools abolished
NASMLA
SACMEQ
Uwezo
AKF
ESQAC – School Readiness tool (KSRAT)
National Assessment Tool
Commercial Tests
Institutional: Kenya
Education Quality Priorities
Assessment of learning achievements, literacy and numeracy surveys and programmes that enhance the quality of the learning environment
POLICY FRAMEWORK
Decentralize quality assurance activities to the institutional level
Utilize research as a means of continuous quality improvement
Institutional: Kenya
Early Reading & Mathematics Quality
Improvement
Early Reading & Mathematics
POLICY FRAMEWORK
Improving Learning outcomes in literacy, numeracy, scientific & communication skills
Objectives of primary education “acquire literacy, numeracy, creativity and communication skills” - curriculum
Institutional: Kenya
National Examinations and Assessments
Demand for accountability and evidence of change and growth in the quality of the teaching and learning process
POLICY FRAMEWORK
Standardized assessment of core learning outcomes, transferable skills and subject related knowledge
Progressive assessment framework which identifies the knowledge, skills and competencies that will be assessed for each level of Basic Education
Institutional: Kenya
LC Progress to Date
Official Launch of LMTF 2.0
Participation in LMTF activities (Skype, virtual calls, regional meetings)
Sensitization of School Head Teachers during KEPSHA Meeting
Consultative meetings to draw up action plan
Mapping of Main Assessment Tools Used in Kenya
Engagement in round table meetings on learning and assessment
Involvement of key stakeholders
Joint planning on way forward
Institutional: Kenya
Priority Areas
i. Consensus Building
ii. Awareness creation and sensitization
iii. Discussion on use of assessment data
iv. Training interventions for teachers and school
managers
v. Sensitization of policy makers
vi. Policy interventions
vii. Buy-in and improved learning landscape in line
with LMTF 2.0
viii. Focus on quality learning outcomes
Institutional: Kenya
Action Plan
ACTIVITY TIME FRAME
1. Key Stakeholders meeting to deliberate on decisions of LMTF Forum and EFA Africa Region Meeting on Post 2015 Agenda for education.
February – March 2015
2. Sharing of tools used for assessment April – May 2015
3. Mapping of the assessment environment June – July 2015
3. Validation and adoption of tools for piloting August – November 2015
4. Dissemination of Results and Lessons Learnt December 2015
5. Policy recommendations and proposals. January – February 2016
Institutional: Kenya
Going Forward
1. Mobilization of stakeholder/partner support ( i.e. financial resources, technical expertise, personnel)
2. Sensitization and awareness creation among KEPSHA and KESSHA affiliates
3. Involvement of school community for purpose of ownership 4. Discussion with MOEST for policy interventions 5. Benchmarking with international best practices (e.g., PISA,
TIMMS, PALs, Uwezo) 6. Participation in international meetings on LMTF, Post 2015
Agenda, Learning Plus, Sub-Saharan regional meeting etc. 7. Research and development of assessment tools for domains
not measured
Institutional: Kenya
Policy Opportunities for LMTF domestication
The Learning Champions have the following objectives: i. Develop a progressive assessment framework that
identifies the knowledge, skills and competences that will be assessed for each level
ii. Ensure learners acquire competences and skills that will enable them to meet the human resource aspirations
iii. Expanding Country Capacity for Measuring Learning iv. Improve use of assessment reports and data v. Rally increased international community and partner
support for country-led efforts and priorities
Institutional: Kenya
Assessment as a Public Good
• The initiative formerly known as IPAL is now Assessment for
Learning (A4L): An International Platform to Support Learning
Assessment.
• GPE is now finalizing the A4L concept note, which we are
hoping will be circulated to the LMTF, and then posted on its
website, before UNGA.
• Next steps: Our hope is that the publishing of the concept note will
help to catalyze the discussions that will then need to happen
regarding the institutionalization and realization of A4L.
Knowledge Sharing
• Newsletter
• Virtual Briefs
• Partner Update
• In-Person Meetings (Kenya, India, & Buenos Aires)
• Online Platform
Knowledge Sharing
• Final Report • LC Toolkit & Case Studies • Teach Pitch:
• Cloud-based learning platform
• Can build a dedicated online library of assessment
tools that is searchable by the seven LMTF
domains, grades or education levels, type of
assessment, language, administration time, and
other criteria
THANK YOU!
Visit LMTF on the web: www.brookings.edu/LearningMetrics
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